Transcript Slide 1
New Teacher Institute Day Two
Planning Assessment of and for Learning
New Teacher Institute Vision: Empowering Cobb Teachers to Support Our Students New Teacher Institute Mission: The mission of the Institute is to engage new teachers in high quality professional learning that is research-based and supports the rigor and relevance needed to provide effective classroom instruction for all students. (2007, 2014) Professionalism Communication Instructional Delivery Increasing Student Achievement Planning Assessment of and for Learning Learning Environment Georgia Department of Education – Teacher Assessment on Performance Standards (2012) Cobb County School District Cobb KEYS (2014)
Teacher Performance Standards
Professional Knowledge: The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.
Instructional Planning: The teacher plans using, state and local school district curricula and standards, effective strategies, resources and data to address the differentiated needs of all students.
Teacher Performance Standards
Assessment Strategies: The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instructions that are valid and appropriate for the content and student population.
Assessment Uses: The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents.
Essential Questions • What makes a teacher effective?
• How does lesson design impact student learning?
• How does the assessment of student learning inform our instruction?
Day Two
• • •
Welcome to Day Two of NTI! We hope you have a great time of sharing and getting to know Cobb County School District!
Make sure you have signed in and that you are wearing a name tag.
Look in your manual for a copy of each of the following:
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Cell Phone Buddies
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How Many Ways Are You Smart
Bell Work/Warm-Up
• Turn to page 96 in your Tough Kid Book and share your notes with your table partners around the following: Chapter 8: What is one specific strategy to use with chronic rule breakers? Chapter 9: What is the difference between an immediate response and a longer-term response?
• Share one idea learned from your school visit yesterday
Getting to Know our Learners
How Many Ways Are YOU Smart?
1.
2.
3.
4.
Place a checkmark next to each item that is true about you.
Unfold the paper and circle the X in each row that you checked.
Write the total number in each column at the bottom of the paper.
Write your name on a post it note(s) and place it on our chart by your highest score(s)!
Permission to use “Multiple Intelligences Survey for Kids” document provided by Laura Candler on 5/28/14.
Cell Phone Buddy
Find your Cell Phone Buddy #3, and discuss 5 big ideas learned on Day 1?
“Learning” Partners
Toolbox
Beginning with the End in Mind:
Cobb Graduate Profile
How do Cobb County teachers help students acquire the skills, knowledge, communication, thinking and reasoning abilities to be productive and successful citizens?
The End in Mind:
Cobb Graduate Profile
• Self-Directed Learner • Perceptive Thinker • Effective Communicator • Collaborative Team Member • Quality Producer • Contributing Citizen
See Cobb County School District Policy 1:
Student Performance Standards and Expectations
District Intranet
Office of Accountability
Framework for Student Success
INSTRUCT — PLAN —rigorous, deliberate, engaging, relevant, and aligned and cognitively to standards to demanding for ensure excellence exceptional growth REFLECT —analyzing evidence and making adjustments to empower teachers and students ASSESS —various forms of feedback to measure progress and demonstrate evidence of learning creating maximum student success.
Framework for Student Success District Intranet – Curriculum, Instruction and Assessment Text highlighted in red is a link to a conceptual framework.
Performance-Based Classrooms:
DEFINITION
An environment in which students learn the content, display their knowledge in a real-life problem or setting, and explain what they know in the context of their performance or product.
Know Do Use + Communicate
Content Skills, Process Thinking, Reasoning, Application Discussing Connection
=
Performance-Based Classroom
Common Core GPS Identify Desired Results Plan Determine Acceptable Evidence Plan Learning Experiences As an Individual As a Small Group Reflect As a Community PERFORMANCE BASED CLASSROOMS
Cobb County School District
Know: Content Standards Do: Skills/ Processes Instruct Communicate: Discussing Connections Use: Thinking/ Reasoning
Begin with the End in Mind
Common Core GPS Identify Desired Results Plan Determine Acceptable Evidence Plan Learning Experiences
One KEY Word… Cobb County Curriculum PICASSO:
Portal Integrating Curriculum, Assessment, and Student Operations
Shopping for Resources!
What will I find on PICASSO?
Parent
Instruction
Curriculum
Assessment
Student
System Operations
Is all of this information still true? I know elementary literacy information has been moved to Livebinder.com (see previous slide . . . )
Curricular Resources: http://picasso.cobbk12.org/ www.Livebinders.com
Elementary ELA Handbook and Resources can be found at Search for: “Cobb’s ELA Handbook” “Cobb’s Literacy Resources” http://cicobb.typepad.com/elementarymath/ Cobb’s elementary math coaches also post resources on this blog.
Note: PICASSO was developed from the GADOE Standards http://www.georgiastandards.org
http://www.corestandards.org/
Cobb Digital Library
Cobb Digital Library
• Add s.shot of Cobb digital login
Vertical Trace:
On the search for high expectations, depth of knowledge and levels of rigor
• • •
Find a learning partner All participants will use the College and Career Readiness literacy standard for Reading Informational Text.
Start with your grade level. Look at the nouns, verbs, learning target. Look at the grade level above and below your grade level.
What has this activity revealed to you about the need to know vertical learning expectations?
10-15 minutes
1. Read through CCR for Reading Informational Text 2. Discuss shift in level of expected proficiency 3. Vocabulary/ terminology to identify rigor and depth of knowledge 4. Share findings
Common Core Standards_ES Reading Skills K-5 College and Career Readiness Standards: Reading for Informational Text (RI) K-5 Continuum from K-5 1st 2nd 3rd 4th Anchor Standards K 5th
CCRRI1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
ELARI.K.1.
With prompting and support, ask and answer questions about key details in a text.
ELARI.1.1. Ask and answer questions about key details in a text.
ELARI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
ELARI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCRRI2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
ELARI.K.2.
With prompting and support, identify the main topic and retell key details of a text.
ELARI.1.2.
Identify the main topic and retell key details of a text.
ELARI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
ELARI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
ELARI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ELARI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
ELARI.4.2.
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
ELARI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Common Core Standards_ES Reading Skills 4-5 College and Career Readiness Standards: Reading for Informational Text (RI) 4-5
Continuum from 3rd-6th
Anchor Standards 3rd
CCRRI1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
ELARI.3.1.
answers.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
4th ELARI.4.1.
the text.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from
5th ELARI.5.1.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
6th ELARI.6.1.
the text.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from CCRRI2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
ELARI.3.2.
Determine the main idea of a text; recount the key details and explain how they support the main idea.
ELARI.4.2.
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
ELARI.5.2.
the text.
Determine two or more main ideas of a text and explain how they are supported by key details; summarize
ELARI.6.2.
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Common Core Standards Reading Skills 6-8th College and Career Readiness Standards: Reading for Informational Text (RI) 5-9th
Continuum from 5 th -9th
5th 6th 7th 8th Anchor Standards
CCRRI1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
ELARI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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ELARI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELARI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELARI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
.
9th
ELARI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
.
CCRRI2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
ELARI.5.2.
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
ELARI.6.2.
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments
ELARI.7.2.
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
ELARI.8.2.
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
Common Core Standards_HS Reading Skills 9-12 College and Career Readiness Standards: Reading for Informational Text (RI) 9-12
Continuum from 8th-12th
Anchor Standards 8th 9-10th 11-12th
CCRRI1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
ELARI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
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ELARI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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ELARI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCRRI2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
ELARI.8.2.
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text
ELARI.9-10.2.
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
ELARI.11-12.2.
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Common Core Standards Literacy Standards – Science & Technical College and Career Readiness Standards: Reading for Informational Text Science & Technical (RI) 6-12 Continuum from 5th-12th Anchor Standards 5th 6-8th 9-10th 11-12th
CCRRI1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
.
RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.
RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
RST.11-12.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
CCRRI2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or con cept; provide an accurate summary of the text.
RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Common Core Standards Literacy Standards – Social Studies College and Career Readiness Standards: Reading for Informational Text Social Studies (RI) 6-12 Continuum from 5th-12th Anchor Standards 5th 6-8th 9-10th 11-12th
CCRRI1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
RH.9-10.1
.
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.11-12.1
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Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCRRI2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions
RH.9-10.2
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Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text
RH.11-12.2
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Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas
Points to Ponder!
What are the steps you go through in planning a lesson
?
Backward Design “Why do we describe the most
effective curricular designs as "backward"? We do so because many teachers begin with textbooks, favored lessons, and time-honored activities rather than deriving those tools from targeted goals or standards.
Backward Design
We are advocating the reverse: One starts with the end —the desired results (goals or standards) —and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform.”
Grant Wiggins, Jay McTighe,
Understanding by Design, 2004
STAGE 1 Identify desired results STAGE 2 Determine acceptable evidence
Grant Wiggins, Jay McTighe, Understanding by Design, 2004
STAGE 3 Plan learning experiences And instruction
Student Learning Outcomes
Essential Questions
1. How does lesson design impact student learning?
2. How does assessment of student learning inform our instruction?
•
Stage 1 – Identify Desired Results
STANDARDS
Begin with
NOUNS
and
VERBS
What
students will know
Important to Remember:
It is not only important to look at the verb for what students need to do, but also the remainder of statement to determine the level of task for student performance.
How
students will
Demonstrate
what they know
The Beginning Stage of Planning
• Teacher use – Roadmap for where you are going • Communicating standards for students
Standards Wall Of and For
Secondary Standards Wall
Elementary Standards Wall
Standards Wall Framework
CCGPS:
Vocabulary Place pictures next to vocabulary words to cue students Element Noun
Literacy Focus: Reading: Writing:
Element Noun Element Verb Element Verb Essential Question
Student Work with commentary
Element Verb Scaffolding Devices
Student Work with commentary
Adapted from training by Susan Pepper Element Noun
Literacy Standards Wall
Science Standards Wall
Math Standards Wall
So where do we begin…
.
2. Instructional Planning:
The teacher plans using, state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students. 2.2 Develops plans that are clear, logical, sequential, and integrated across the curriculum (e.g., long-term goals, lesson plans, and syllabi). 2.3 Plans instruction effectively for content mastery, pacing, and transitions. 2.5 Aligns and connects lesson objectives to state and local school district curricula and standards, and student learning needs.
Standard : The teacher makes decisions about planning that demonstrate a deep understanding of content knowledge, pedagogy, and GPS implementation.
Vocabulary CCGPS Interdisciplinary Pedagogy Backwards design Understandings Essential questions Picasso interdisciplinary Real world connections
Teacher made standard wall Stage 3 Learning Plan
instruction plans Standard: Scaffolding Devices Unpacking to plan the learning adventure Standard/Element Verbs Nouns Guiding Questions: Overarching Essential Question: Knowledge of content instruction plans Effective instructional delivery How does lesson design impact student learning?
understands
Stage 3 Learning Plan
CCGPS – content and grade level plans know understand Be able to do
3 Types of Questions
Overarching ~ Essential Questions
– – –
Point to broad transferable ideas Transcend a particular unit Can apply to various subjects or topics Topical ~ Essential Questions
– –
Frame a particular unit of study Specific to a particular content topic Guiding ~ Questions
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NOT an Essential Question
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More specific than topical
– –
Answers are right or wrong Can be looked up
The teacher makes decisions about planning that demonstrate a deep understanding of content knowledge, pedagogy, and GPS implementation .
CP 1.1 The teacher plans instruction that reflects strong knowledge of both content and effective instructional delivery.
instructional delivery.
GPS by appropriately planning for what students are expected to know, understand, and do in the grade level and content area.
CP 1.3 The teacher plans instruction that is interdisciplinary and makes connections to the real world.
plans •understands •plan •plans •Knowledge of content •Effective instructional
delivery
•GPS
– level
•Know
content & grade
•Understand •Interdisciplinary •Real world
connections What is the role of the content standards (CCGPS) in lesson design ?
Why are the stages of backwards lesson design an effective pedagogy ?
Why is it important to plan for interdisciplinary and real world connections in lesson design ?
How does lesson design impact student learning ?
Your turn…
Using a standard from your content area and grade level, you will create your own standards wall.
Human Graph
1. Can you locate your standards?
2.
Do you feel comfortable developing your Essential Questions?
3. How will developing a standards wall benefit your lesson design?
Got it!
Not sure… No, not really
Cognitive Rigor
• The kind and level of thinking required of students to successfully engage with and solve a task • Ways in which students interact with content
Research Frameworks
• Bloom’s Revised Taxonomy: The Cognitive Process Dimensions • Webb’s Depth of Knowledge Levels • Daggett’s Rigor and Relevance Framework
Norman Webb’s Depth of Knowledge
Depth of Knowledge (1997) Level 1 Recall Recall of a fact, information, or procedure.
Level 2 Skill/Concept two or more steps, etc.
Use information or conceptual knowledge, Level 3 Strategic Thinking Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer.
Level 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem.
Permission and Content Provided by Norman Webb 5/8/14
Subject Level 1
Requires only surface understanding of text often verbatim recall or slight paraphrasing. Use conventions of Standard English. Examples: Support ideas by reference to specific details in text Use dictionary to find meaning Use punctuation marks correctly Identify figurative language in passage Identify correct spelling or meaning of words
Depth of Knowledge Level 2
Requires both comprehension and subsequent processing of text. Involves ordering, classifying text as well as identifying patterns,
Level 3
Requires students to go beyond text. Requires students to explain, generalize and connect ideas. Involves inferencing, relationships and main points. Connect ideas using ideas using simple organizational structures. Requires some scrutiny of text. Examples: Use contextual clues to identify unfamiliar words Predict logical outcome Construct or edit compound or complex sentences Identify and summarize main points Apply knowledge of conventions of standard American English Compose accurate summaries prediction, elaboration and summary. Requires students to support positions using prior knowledge and to manipulate themes across passages. Students develop compositions with multiple paragraphs. Examples: Determine effect of author’s purpose on text elements Summarize information from multiple sources Critically analyze literature Edit writing to produce logical progression Compose focused, organized, coherent, purposeful prose
Level 4
Requires extended higher order processing. Typically requires extended time to complete task, but time spent not on repetitive tasks. Involves taking information from one text/passage and applying this information to a new task. May require generating hypotheses and performing complex analyses and connections among texts. Examples: Analyze and synthesize information from multiple sources Examine and explain alternative perspectives across sources Describe and illustrate common themes across a variety of texts Create compositions that synthesize, analyze, and evaluate Permission and Content Provided by Norman Webb 5/8/14
DOK Level 1: Recall
• • • •
RECALL FACTS
(who, what, when, where), terms, concepts, trends, generalizations and theories or to recognize or identify specific information contained in graphics
IDENTIFY, LIST, or DEFINE items
. Those tasks that require students to “describe” and “explain” could be classified at Level 1 or 2 depending on the complexity of what is to be described and explained
A DOK 1 DESCRIBE or EXPLAIN
would recall, recite, or reproduce information
RECOGNIZE or IDENTIFY
specific information contained in maps, charts, tables, graphs, or drawings
DOK Level 2: Skills and Concepts
•
COMPARE or CONTRAST
people, places, events, and concepts
CONVERT
information from one form to another
GIVE AN EXAMPLE
from the text
CLASSIFY or SORT
items into meaningful categories
DESCRIBE, EXPLAIN, or INTERPRET
issues and problems, patterns, reasons, cause and effect, significance or impact, relationships, points of view or processes
DOK Level 3: Strategic Thinking DRAW CONCLUSIONS CITE EVIDENCE APPLY CONCEPTS
to new situations
USE CONCEPTS
to solve problems
ANALYZE
similarities and differences in issues and problems
PROPOSE
and
EVALUATE
solutions to problems
DOK Level 4: Extended Thinking PERFORMANCE TASKS ANALYZE
and
SYNTHESIZE
information from multiple sources
EXAMINE
and
EXPLAIN
variety of sources alternative perspectives across a
DESCRIBE
and
EXPLAIN
how common themes and concepts are found across time, place
MAKE PREDICTIONS
with evidence as support
DEVELOP
a logical argument or propose solutions to problems. Evidence would be included!
Same verb…three DOK levels
DOK 3 Describe a model that you might use to represent the private business function in producing goods and services (requires a deep understanding of the relationship between private business and goods and services and a determination of how best to represent it) DOK 2 Describe the difference between goods and services(requires cognitive processing to determine the differences) DOK 1 Describe three characteristics of goods(simple recall)
Permission received from Dr. Patricia Guillory 5/22/14
Learning Activity Sort With your table group, sort the learning activities in the envelope based on the level of cognitive demand as explained. There will be four groups.
Assessment Graffiti
Think about all the ways you assess students.
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At your table everyone takes a marker.
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You are going to list all the ways you can assess students.
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If you call out the assessment and your group agrees, you will write down the idea.
– –
You have 10 minutes to do this.
NOW… Take and categorize your assessments by assessments for learning and assessments of learning .
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Circle the assessment for learning and underline the assessment of learning.
Strategy Toolbox
Purposes of Assessment
•
Documents students’ movement from knowledge and skills to critical reasoning and communication
•
Informs instruction and lesson design
Types of Assessment • Diagnostic • Formative • Summative
Assessment Sort
With your table group, sort the strips of paper into two groups: Formative Assessment Summative Assessment What kind of questions come to mind as you work through the process?
I Am Wondering…
Can something be both formative and summative? Why or why not?
What can formative assessments do that summative assessments cannot do?
What does it mean to say that a teacher “systematically chooses” a variety of assessment strategies?
SUMMATIVE ASSESSMENTS Assessments OF Learning Purpose:
Used to evaluate extent to which students have met standards Determines if learning has occurred Compares groups of students
Characteristics:
Final evaluation or judgment about student’s mastery of the standards Administered at end of unit, quarter, semester, course, or year Results analyzed by teachers, schools, and district Usually used for grades
Benchmark Assessments
Purpose: Forecasts student performance on state tests Identifies students needing additional support Helps parents understand a child’s readiness Informs teachers regarding their instruction/planning Informs grade levels, content areas, schools & district
Characteristics:
Aligned to state test formats and standards Targeted content areas Designed by school district Administered at end of grading period Predictive Results analyzed by teams of teachers Usually not used for grades
FORMATIVE ASSESSMENTS Assessments FOR Learning Common Assessments Purpose:
Results used to drive planning and instruction, to form flexible groups, and to differentiate instruction Elicits evidence of learning gaps and strengths Promotes conversation among teachers around standards Encourages consistency across teams Fosters teacher reflection
Classroom Assessments Purpose:
Results used to adjust instruction, to form flexible groups, and to differentiate instruction Used to provide immediate feedback to student Elicits evidence of learning gaps and strengths Informs teachers regarding their instruction/planning Occurs during lessons to check student understanding
Characteristics:
Explicitly targets a few standards, skills or elements Developed collaboratively by school-based teams of teachers in same grade level/course and/or content area Results analyzed by teams of teachers (Data Teams) Usually not used for grades
Characteristics:
Frequent; Ongoing Timely Embedded in teaching and learning activities Explicitly aligned to a specific element or skill of a standard Developed by individual teacher and/or student Usually not used for grades
Examples:
Unit Tests Mid-Terms; Final Exams AP exams Final research paper Final performance tasks & projects CRCT GHSGT; GHSWT; EOCT State Writing Assessments PSAT/SAT; ACT; GAA; ACCESS
Examples:
Achievement Series/Cobb benchmarks Mock Writing Assessments with rubrics Online Assessment System (OAS) CRCT Practice Tests
Examples:
Diagnostic pre-tests and post-tests Performance-based task with rubric Short quiz Observation with common protocol Checklist Writing prompt with rubric
Examples:
Checklist; Rubric Initial writing draft KWL; Anticipation guide Ticket-Out-the-Door; 3-2-1 Observation of performance task Diagnostic pre-test; DRA; SRI Responses on dry erase mini-boards Teacher questioning Group discussion Graphic representation of thinking
Balanced Assessment
To what extent do the assessments provide valid, reliable and sufficient measures of the desired results?
–
What will students do to show me they understand?
–
What is the most appropriate assessment(s) method?
Summarization: Join a group that has your same Learning Style and create a response to the Essential Question:
How does lesson design impact student learning?
Homework Assignment/ Reminders
•
What can I “discover” about assessment?
•
REST and RELAX!
•
Leave name tent at table
Thanks for a great day!